Blog

The new special issue from the Journal on Education in Emergencies explores teacher pay and working conditions, rapid transition to remote learning, realities of accessing remote learning in digitally marginalized and low-resource contexts, student experiences during COVID-19, historical perspectives on past pandemics, and much more.

JEiE has published Arabic translations of three articles JEiE Volume 7, Number 1 – Special Issue on Early Childhood Development, and three articles from JEiE Volume 7, Number 2 – Special Issue on Psychosocial Support and Social and Emotional Learning.

All INEE working groups are recruiting new members! Application deadline: 13 January 2023

The emotional and physiological impact trauma, grief, and toxic stress can have on children affected by crisis’ development can be devastating. Learn how Amal Alliance programs strengthen children’s social and emotional skills to mitigate the impacts of crisis-induced trauma and grief.

[Call for Papers] The Journal on Education in Emergencies (JEiE) seeks theoretical and empirical research articles and insightful field notes that address innovative tools or approaches in the field of education in emergencies for publication in 2023. Deadline to submit: 31 January 2023

In Burundi and Tanzania, Right to Play is using the International Social and Emotional Learning Assessment (ISELA), a validated measurement tool developed by Save the Children.

INEE is inviting EiE stakeholders to form Reading Groups to provide targeted, conceptual feedback, endorsement of updates, and highlight gaps in the first draft of the updated INEE MS. 
 

INEE has been in the process of developing a toolkit of resources to support teacher wellbeing in emergencies. This blog reflects the process involved in the contextualization of one of these resources, and the lessons and implications for future work.

The education of millions of children is at extreme risk of collapse, according to new analysis on how COVID-19 combined with conflict, climate change, displacement, and lack of digital connectivity are derailing children’s learning. While the recent Transforming Education Summit had a good focus on education in crisis – we urgently need warm words and rhetoric turned into concrete action.

We are thrilled to announce UNESCO’s second call for evidence and learning on strengthening education information systems and improved data in emergencies and protracted crises (EiEPC).